From access to empowerment: how artificial intelligence is transforming learning experiences for students with physical disabilities in Kenyan universities

Purpose This paper aims to examine how artificial intelligence (AI) is reshaping academic experiences for students with physical disabilities (SWPDs) in Kenyan universities. It explores the practical role of AI in enhancing accessibility, independent learning, communication, classroom participation, mobility, assessment and digital inclusion within university academic environments. Design/methodology/approach The paper adopts a practical and experience-based approach informed by observations from teaching spaces, e-learning environments, computer laboratories, disability support offices, student service centers and ICT departments across selected Kenyan universities. Insights are drawn from institutional practices, emerging AI applications, accessibility experiences and current literature on inclusive higher education and AI-supported learning. Findings AI technologies are increasingly improving academic participation for SWPDs through speech-to-text applications, AI-powered note-taking tools, automated captioning systems, smart mobility applications, adaptive learning platforms, AI chatbots, predictive writing tools and intelligent assistive technologies. These tools support independent learning, reduce physical strain, improve communication, and enhance participation in face-to-face, blended and online learning environments. However, implementation remains uneven due to inadequate infrastructure, unreliable internet connectivity, limited staff competencies, affordability challenges, weak institutional policies, and insufficient involvement of students with disabilities in AI planning and deployment. In many universities, AI adoption focuses on general digital transformation without fully integrating accessibility and disability inclusion considerations. Research limitations/implications This study is limited by its practical and experience-based approach, which relied mainly on observations, institutional experiences and existing literature rather than large-scale empirical data collection across all Kenyan universities. The selected universities may not fully represent the varying technological capacities and accessibility practices of all higher education institutions in Kenya. In addition, the rapidly evolving nature of AI technologies may affect the long-term relevance of some findings and recommendations. The study also focused specifically on students with physical disabilities and did not extensively explore the experiences of students with other forms of disabilities, while limited institutional documentation and resource constraints further restricted deeper analysis of AI accessibility implementation practices. Practical implications Kenyan universities should adopt inclusive AI implementation frameworks that integrate accessibility into teaching, assessment, student support, digital learning and campus services. Institutions should prioritize affordable AI solutions, continuous staff training, participatory technology planning, and accessible digital infrastructure to improve academic inclusion and student independence. Social implications The integration of AI in Kenyan universities has significant social implications for students with physical disabilities by promoting educational inclusion, independent learning, social participation and digital equity. AI-powered tools such as speech recognition systems, adaptive learning platforms, automated captioning and smart accessibility applications help reduce barriers to academic participation, improve confidence and autonomy, and enhance interaction within university environments. These technologies also contribute to preparing students for participation in technology-driven workplaces and broader socioeconomic activities. However, unequal access to AI infrastructure, affordability challenges, limited institutional capacity and inadequate accessibility planning may widen existing digital and educational inequalities if not addressed effectively. Consequently, universities must adopt inclusive and participatory AI implementation approaches that ensure equitable access, ethical use of technology, and sustainable support for students with physical disabilities. Originality/value This paper contributes practical insights into how AI can support inclusive higher education for students with physical disabilities in Sub-Saharan Africa. It highlights context-specific experiences from Kenyan universities and demonstrates how AI can move institutions beyond structural accessibility toward functional and participatory inclusion in academic environments.